---
title: What’s the Argument?
description: Students will be able to identify an argument, as well as persuasive elements of an argument in a given passage.
image: https://ideas.pixton.com/hubfs/what_s_the_argument_-001-2.png
---

**Subject: ELA (English Language Arts)**

**Lesson Length: 45 mins - 1 hour**

**Topic: Argument Identification**

**Grade Level: 10, 11, 12, 9**

**Standards / Framework: **

- [CC.9-10.W.2.d](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf)
- [CC.11-12.W.2.d](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf)

**Brief Description:**  Students will be able to identify an argument, as well as persuasive elements of an argument in a given passage.

**Know Before You Start:** Students should be familiar with language techniques and literary devices, such as metaphors, similes, and analogies.

**Hook:**

- Ask students: 
    - “Why do people argue?”
    - “When was the last argument you had, and what was it about?”
    - “Have you ever had to persuade someone to see things from your point of view? How did you do it?”

**Activity:**

- Have students brainstorm and create a concept map to help define the term **argument** by listing ideas and related words associated with it on the board.
- In pairs, have students brainstorm and identify language techniques like metaphors, similes, or analogies used to make arguments more persuasive.
- Have students create a scenario for a comic that revolves around an argument, including characters, a setting, as well as a clear argument or disagreement. 
- Using the sample comic as a guide, have students create a comic displaying the argument between the characters in the chosen setting, making sure to include multiple language techniques. 

**Closure:**

- Have students share their comics with the class or in small groups.
- Have students explain the argument central to the comic, as well as the techniques each character used. 
- Emphasize the importance of being able to identify arguments as a critical reading and critical thinking skill.

**Differentiation:**

- Allow students to use the speech-to-text feature.
- Allow students to work in pairs or groups as needed.
- Allow students to use the voiceover feature to read their comics aloud.
- Pre-teach vocabulary or provide vocabulary definitions, e.g., simile, metaphor, analogy.
- Allow students time to work on the concept map individually, prior to sharing as a class.

**Resources:**

- Comic to print or display: [Comic](https://share.pixton.com/rajac7d).
- [Concept Map](https://ideas.pixton.com/hubfs/Printables/Graphic%20Organizers_04.pdf)

**Suggested Content:**

- [![](https://img.pixton.com/content-pack/2000163438120759296/thumbnail.png) Mall ](https://content.pixton.com/mall)
- [![](https://img.pixton.com/content-pack/2078531138872651776/thumbnail.png) High School ](https://content.pixton.com/high-school)
- [![](https://img.pixton.com/content-pack/1665077371444895744/thumbnail.png) Airport ](https://content.pixton.com/airport)
- [![](https://ideas.pixton.com/hubfs/thumbnail-sports-1.png) Sports ](https://content.pixton.com/sports)

**Suggested Story Starters:**

- [ My Siblings ](https://story-starters.pixton.com/i-love-my-siblings-but)
- [ There Should Be No Homework ](https://story-starters.pixton.com/there-should-be-no-homework)
- [ School Should Start Later ](https://story-starters.pixton.com/school-should-start-later)

Assign Activity

## Related Ideas

[![](https://ideas.pixton.com/hubfs/where_s_the_evidence_-001.png)](https://ideas.pixton.com/wheres-the-evidence)

### [Where’s the Evidence?](https://ideas.pixton.com/wheres-the-evidence)

Students will practice speaking and writing arguments to support claims with clear reasons and relevant evidence.

[![](https://ideas.pixton.com/hubfs/how_are_you_feeling_-001-2.png)](https://ideas.pixton.com/how-are-you-feeling)

### [How Are You Feeling?](https://ideas.pixton.com/how-are-you-feeling)

Students will interact and negotiate meaning in written conversations in the target language to share information, reactions, feelings, and opinions.

[![](https://ideas.pixton.com/hubfs/agree_or_disagree_-001-2.png)](https://ideas.pixton.com/agree-or-disagree)

### [Agree or Disagree?](https://ideas.pixton.com/agree-or-disagree)

Students will construct persuasive arguments, as well as provide analysis for both a modern work of fiction and a foundational U.S. historical document.